EFL teaching strategies

1. EFL TEACHERS’ TEACHING STRATEGIES
IN PUBLIC VOCATIONAL HIGH SCHOOLS IN SINGARAJA
by
Nurul Inayah
This research was conducted in an attempt to investigate the EFL teachers’ teaching
strategies in Public Vocational High Schools in Singaraja. It is concerned with what teaching
strategies implemented by the EFL teachers, similarities and differences of teaching strategies
applied, and problems encountered by the teachers in implementing the strategies.
The settings of this research were three Public Vocational High Schools in Singaraja,
namely: SMKN 1 Singaraja, SMKN 2 Singaraja, and SMKN 3 Singaraja. The subjects of this
research were six EFL teachers who taught Tenth Grade students. This research was designed
as a qualitative research. The data were collected through questionnaire, interview,
observation, and document study. Data were analyzed by using Celce-Murcia (2001) and
Herrel and Jordan (2004) EFL teaching strategies.
Based on the data analysis, the study identified some findings. First, the EFL teachers
in Public Vocational High Schools in Singaraja implemented various teaching strategies.
There were approximately thirty four strategies were implemented, namely: Academic
language Scaffolding, Advance organizers, Language focus lessons, Cloze, Collaborative
reading, Communication games, Cooperative learning, Emotive writing tasks, Guided
writing, Imaging, Interactive listening, Attribute charting, Language framework planning,
Learning centers, Leveled questions, Listening and answering, Listening and repeating,
Modeled talk, Multimedia presentations, Part-centered, Partner work, Peer Tutoring, Practical
writing tasks, Predictable routines and signals, Realia strategies, Scripting, Socio-
psycholinguistic, Sorting activities, Task listening, Visual scaffolding, Vocabulary
processing, Vocabulary role play, Talk show, and Syntax surgery. Second, there were
strategies which were similar from one school to the others with similarities or differences in
the focused of the skills and also the procedures in applying the strategies. It was also found
that the number of strategies implemented in the three schools was different. Third, there
were some problems that the EFL teachers dealt with in implementing the strategies. They
were the students, in terms of their level, motivation and heterogeneity, the teachers, in terms
of their lack of motivation to teach and their personality, and the facility.
Key words: teaching strategy, Public Vocational High School
STRATEGI PEMBELAJARAN GURU BAHASA INGGRIS
DI SEKOLAH MENENGAH KEJURUAN NEGERI DI SINGARAJA
oleh
Nurul Inayah
Penelitian ini bertujuan untuk meneliti strategi pembelajaran guru Bahasa Inggris di
SMK Negeri di Singaraja, khususnya jenis-jenis strategi pembelajaran yang digunakan,
persamaan dan perbedaan strategi yang digunakan di SMK Negeri di Singaraja, dan masalah
yang dihadapi dalam pelaksanaan strategi.
Penelitiam dilakukan di tiga SMK di Singaraja, SMKN 1 Singaraja, SMKN 2
Singaraja, and SMKN 3 Singaraja. Subjek penelitian ini adalah guru Bahasa Inggris yang
mengajar di kelas X. Penelitian ini menggunakan rancangan enelitian kualitatif. Data
diperoleh melalui kuesioner, wawancara, observasi, dan dokumentasi. Data dianalisis
berdasarkan strategi pembelajaran Celce-Murcia (2001) dan Herrel dan Jordan (2004).

2. Berdasarkan data analisis, penelitian ini menghasilkan beberapa temuan. Pertama,
terdapat tiga puluh empat strategi pembelajaran yang telah digunakan oleh guru Bahasa
Inggris di SMK Negeri di Singaraja, yaitu: Academic language Scaffolding, Advance
organizers, Language focus lessons, Cloze, Collaborative reading, Communication games,
Cooperative learning, Emotive writing tasks, Guided writing, Imaging, Interactive listening,
Attribute charting, Language framework planning, Learning centers, Leveled questions,
Listening and answering, Listening and repeating, Modeled talk, Multimedia presentations,
Part-centered, Partner work, Peer Tutoring, Practical writing tasks, Predictable routines and
signals, Realia strategies, Scripting, Socio-psycholinguistic, Sorting activities, Task listening,
Visual scaffolding, Vocabulary processing, Vocabulary role play, Talk show, and Syntax
surgery. Kedua, terdapat strategi yang sama yang digunakan di ketiga sekolah tersebut
dengan perbedaan pada skill yang difokuskan and prosedurnya. Terdapat juga perbedaan
jumlah strategi yang digunakan yang disebabkan oleh factor siswa dan pengalaman guru.
Ketiga, terdapat beberapa masalah yang dihadapi guru terkait dengan pelaksanaan strategi
pembelejaran. Masalah-masalah tersebut berkaitan dengan siswa, khususnya level siswa,
motivasi siswa, dan keberagaman siswa, guru, dalam hal kurangnya motivasi mengajar and
kepribadian guru, dan fasilitas.
Kata kunci: strategi pembelajaran, SMK Negeri
1. INTRODUCTION
One of the functions of national education system is to develop students’ potential skill
to be faithful to God, knowledgeable, creative, skillful, independent, respectful, and
democratic citizen (Depdiknas, 2003). Teaching and learning at school is the core to reach
that goal. Teaching and learning as an activity to reach instructional objectives needs a
thoughtful planning. It is needed in order to make kinds and procedures in teaching and
learning activity have a functional value to reach the objectives.
The basic element in teaching and learning is the teacher (Kunandar, 2007). Teacher is a
professional educator who has responsibility in educating, teaching, supervising, directing,
training, assessing, and evaluating learners (Depdiknas, 2005). Therefore, teacher has to be
able to create a comfortable and conducive class environment to make the students enjoy the
class and learn the material at the same time. As a result, the goal of the learning can be
achieved. Since students are various in characteristics and background, teacher needs to be
careful in choosing the right way to be implemented in order to help the students achieve the
learning goal. Therefore, a carefully designed procedure is primary in teaching and learning
activities. In other words, teacher needs a certain strategy to reach a certain goal in teaching
and learning.

3. A strategy is defined as a set of procedures in learning, thinking, teaching, etc. that is
used as a way to achieve a cetain goal (Richards, et al, 1992). Every individual has his or her
own way to reach the goal/s that she or he set. That also happens to teacher. A strategy used
by one teacher might be different with another teacher. It depends on the needs of their
students or the learning objectives that they want to achieve.
Deciding which teaching strategy that should be applied in the class involves a
thoughtful design and planning (Orlich, et al., 2010). In teaching, teacher is faced with a
group of different individuals that come from different backgrounds and the goal of teaching
itself is to bring those differences together into the learning (Silver, Harvey F., Richard W.
Strong, and Mathew J. Perini, 2007). Therefore, teacher should consider the goal/s that she
wants the students to reach. Decision of which approach and method that will be used as the
basis for using a certain strategy is also important.
In second or foreign language teaching, there have been development and changes of
approaches and methods over the years (Celce-Murcia, 2001). Many approaches and methods
are available to be suited and used as the basic for teaching and learning in language class.
The strategies rooted from those approaches and methods are abundantly varied. Lots of
variations and techniques can be applied to reach the learning objectives. The learning
objectives are the basic for the decision of what approach, method, and strategy that is going
to be used in the process of teaching and learning.
Nowadays, EFL teachers are required to have the knowledge and skills of various
teaching strategies. There have been long lists of strategies in EFL pedagogy that are
developed to facilitate English language learners. Those strategies sometimes are modified
from the classical ones or breakthrough. Celce-Murcia (2004) explains types of strategies that
are commonly used in the four language skills. Furthermore, Herrel and Jordan (2004) have
listed fifty strategies that can be used for teaching English as a foreign language.
English has been considered as the first foreign language in Indonesia. The teaching of
English as foreign language is expected to meet the demand to master all the four language
skills: listening, speaking, reading, and writing (Cahyono and Widiati, 2011:15). In relation
to that, the teaching of English has been being carried out in almost level of schools, starting
in basic primary school until secondary school. It is an elective subject in Elementary school
and a compulsory subject to be taught in Junior High School and Senior High School
(Hamdan and Mattarima, 2011) and also in Vocational High School.
Vocational school as a special school that teaches the students the skills needed to
perform a particular job has long been the attention of the government. In Indonesia,

4. vocational education is recognized in secondary program of education that is SMK (Sekolah
Menengah Kejuruan). A demand on more specialized labors that have higher level of skills
triggers government of Indonesia to increasingly encourage and invest in the future of
vocational education through public vocational schools that perform international standard.
Therefore, English which has been the first requirement to join the work field has to be
mastered by the students.
There had been no research served information of how the teaching of English is done in
vocational school. Thus, this research would be the first research about teaching strategies in
vocational schools that was done qualitatively and would give information related to the
teaching of English in vocational school in Indonesia, especially in Singaraja.
Related to that issue, researcher investigated the teaching strategies used by EFL teachers
in Public Vocational High Schools. To realize that idea, three Public Vocational High
Schools in Singaraja were chosen, namely: SMKN 1 Singaraja, SMKN 2 Singaraja, and
SMKN 3 Singaraja. The study focused on teachers who teach in Grade X. Grade X is the year
in which the students have to adapt themselves with the new situation of Senior High School
atmosphere. Furthermore, for those students who choose to be in Vocational School will face
different need of learning language. Therefore, teachers teaching in Grade X have to think
carefully the teaching strategies they will apply in the class so that the students can adapt
themselves easily with the situation in Vocational School, especially in language class.
Considering the difference of specification that the public vocational high schools have,
teachers may adopt distinctive strategies to meet their specific goals. They are required to be
innovative and creative in strategy use because this very much affects the quality of the
output. The graduates are prepared to be ready to compete in the work force and to win this
competition is depended on teacher’s teaching quality.
Regarding to this matter, the researcher attempted to investigate the teaching strategies
used by EFL teachers in public vocational high schools in Singaraja, whether the language
teaching strategies implemented similar or different. Moreover, the researcher also wanted to
investigate the problems encountered by the teachers in implementing the language teaching
strategies.
2. RESEARCH METHOD
The design of this research is phenomenological research. The purpose of this study was to
describe and interpret the experiences of participants considering a particular event or
phenomena in order to understand the participants’ meanings that they construct from those

5. experiences (McMillan and Schumacher, 2010:346). This kind of research looks closely an
individual’s interpretation of his or her experiences. It will give a thorough description on
participant’s experiences on a certain phenomena. This study also seeks out individual
aspects and shared commonalities that several groups of individuals have had (Lodico,
Spaulding, and Voegtle, 2010: 148). Here the researcher observed and systematically
recorded the behavior of individuals, in order to describe the behavior (Gravetter and
Forzano, 2008). In this study, the researcher observed the teaching strategies implemented by
the EFL teachers of Public Vocational High Schools. The detail description of the EFL
teachers’ teaching strategies is given as the report of the study. The researcher also identified
the similarities and differences of the strategies used by 10th
Grade EFL teachers in the three
Public Vocational High Schools.
Here the researcher observed and systematically recorded the behavior of individuals,
in order to describe the behavior (Gravetter and Forzano, 2008). In this study, the researcher
observed the teaching strategies implemented by the EFL teachers of Public Vocational High
Schools. The detail description of the EFL teachers’ teaching strategies is given as the report
of the study. The researcher also identified the similarities and differences of the strategies
used by 10th
Grade EFL teachers in the three Public Vocational High Schools.
The data in this research collected through three ways, observation, interview, and
document study. Reed and Bergemann (1992) states that an observation becomes an effective
means of learning to observe how certain teaching methods are employed in the schools, how
classrooms are organized, and how students responds to the classroom environment. The
researcher was a complete observer in this study. In this research, semi structured interview
was used. It was done to get deep information about the implementation of teaching strategies
applied by EFL teachers in Public Vocational High School. The documents used in this
research were the lesson plans prepared by the EFL teachers in three Public Vocational High
Schools in Singaraja. The lesson plans were used to get information about how the teachers
implemented the teaching strategies in their classes.
Data analysis is done when the data has been collected. Miles and Huberman (as cited
in Sugiyono, 2010) stated that there are three steps in data analysis; namely: data reduction,
data display, and verification. Data reduction means summarizing, choosing the subject
matters, focusing on things that are important, looking for themes and patterns (Sugiyono,
2010). From the observation sheet and the anecdotal records, the researcher listed all the
strategies found during the observation and the activities in which the strategies applied. The
result of the interviews was also transcribed to support the findings. In this research, the data

6. were presented in the form of narrative text. The researcher explained the strategies used by
the EFL teachers in public vocational high schools in Singaraja, the problems encountered by
the teachers in implementing the strategies, and also the similarities and differences of the
strategies used by the teachers from the three different schools. In conclusion, the researcher
answered the research problems posted.
3. FINDINGS AND DISCUSSION
The findings showed the total number of strategies implemented by EFL teachers in
Public Vocational High Schools in Singaraja was thirty four strategies. Those strategies were
Academic language Scaffolding, Advance organizers, Language focus lessons, Cloze,
Collaborative reading, Communication games, Cooperative learning, Emotive writing tasks,
Guided writing, Imaging, Interactive listening, Attribute charting, Language framework
planning, Learning centers, Leveled questions, Listening and answering, Listening and
repeating, Modeled talk, Multimedia presentations, Part-centered, Partner work, Peer
Tutoring, Practical writing tasks, Predictable routines and signals, Realia strategies, Scripting,
Socio-psycholinguistic, Sorting activities, Task listening, Visual scaffolding, Vocabulary
processing, Vocabulary role play, Talk show, and Syntax surgery.
There were strategies implemented for only one indicator, or more than one indicator.
There were also cases in which the strategies applied were not based on certain indicator,
such as Predictable routines and signals and Emotive writing. Moreover, the strategies were
applied in various lesson sections.
From the questionnaire given to the teachers, it was seen that the teachers affirmed that
they implemented almost all strategies. However, from the observation sessions, it was found
that the teachers did not implement all strategies that they had affirmed in the questionnaire.
This matter was then confirmed to the teachers. They said that they had implemented it in
other materials or in other class. They further explained how they decided which strategy to
be used.
Looking back all strategies implemented by the teachers in the three public vocational
high schools and the specifications that the schools have, it is concluded that there was no
specific strategy used for certain school specialization. All strategies were applicable to all
school specializations. It was then the duty of the teachers to connect and facilitate students to
experience things that would make them ready to be in the work field.

7. In relation to the approaches and methods that become the basic of strategies
implemented by the teachers, it is proved that the teachers had tried various ways to reach the
ability that had to be achieved by 10th
grade students as it is stated in the standard competence
in which students have to be able to communicate at the novice level of English. To reach
that final learning objective, teachers concerned on the grammatical rules, the four language
skills, students’ cognitive, affective, and communicative skills.
Through Grammar Translation approach, teachers tried to make the students aware of
the grammar rules that English has so that later on they had good basic of in the rules of
English. By implementing principles that based on Direct Approach, teachers prepared the
students to use the target language effectively. Furthermore, teachers tried to make the
students get used to the pattern of the target language by focusing the lesson and repeating
what they listened through the principles that based on Audiolingualism. Through The Silent
Way method, teachers trained students to activate their cognitive skills in accomplishing
tasks given. Besides concerning on students’ cognitive skill, teachers also considered their
affective skill to work and share with others. Affective Humanistic approach which is the
underlying theory of Community Language Learning serves as the basic of that idea.
Moreover, Communicative approach served the most frequent theory concerned by the
teachers to enhance students’ communicative ability.
In conclusion, to reach the standard competence “communicate in novice level” which
became the learning objective of vocational school that had to be achieved in the first high
school year, teachers went through different approaches. Through these differences, students
would be able to experience many things along the process of reaching the final end of their
first year in vocational high school.
Moreover, there are eight similar strategies implemented in three public vocational high
schools. Those strategies are: advance organizers, collaborative reading, cooperative learning,
guided writing, language focus lessons, leveled questions, realia strategies, and vocabulary
processing.
There are fourteen strategies that implemented in two schools, SMKN 1 Singaraja and
SMKN 3 Singaraja. Those strategies are imaging, language framework planning, modeled
talk, multimedia presentations, part-centered, partner work, peer tutoring, predictable routine
and signals, scripting, visual scaffolding, and vocabulary role play.
The similarities are regarding to the kinds of strategies used that were found in the three
schools or two schools. Teachers applied similar strategies for the same focused skills and

8. procedures, or they could use it in a different way. The similarity could happen because of the
same material and same learning goals.
From the result of the observation, it was found that speaking skill has the most varied
strategies implemented by the EFL teachers in three Public Vocational High Schools in
Singaraja. It indicates that the teachers put more emphasis on students’ speaking skill. This is
in line with the standard competence that should be achieved by the students that is
communicating using English in novice, elementary and intermediate level in which in the
practice students have to be provided with more opportunities to use the language.
There is difference related to the number of strategies implemented by the EFL teachers
in Public Vocational High Schools. There were 21 strategies found in SMKN 1 Singaraja, 9
strategies found in SMKN 2 Singaraja, and 32 strategies found in SMKN 3 Singaraja.
The first thing that might cause the difference variation is the students. Students in each
school have different ability in learning English. This different ability led to different kind of
strategies that best facilitate the students to reach the goal.
The second is the teacher. The teachers’ length of experience in teaching seemed to be
the main reason of the biggest number of variation of strategies found in SMKN 3 Singaraja.
The teachers in SMKN 1 Singaraja and SMKN 2 Singaraja have the average of two years
experience in teaching and had never attended any seminar related to teaching strategies
during the year of teaching. Meanwhile teachers in SMKN 3 Singaraja have more than five
years experience in teaching. One of the teachers in SMKN 3 Singaraja, teacher F, had been
teaching in that school since around twenty two years ago. He had been very familiar with the
characteristics of the materials and the students in vocational school that made the teacher
easy to decide which strategy that was suitable to be implemented. The other teacher of
SMKN 3 Singaraja, teacher E, had been in some seminars about teaching strategies and
joined competition about teaching strategies. So the teacher was quite familiar with effective
and innovative teaching strategies.
There were three problems encountered by the teachers in implementing the teaching
strategies. The first is the students that include students’ level, motivation, and heterogeneity.
The second is the facility that the school had. The last is, the teachers themselves that include
their lack motivation in teaching, and their personality.
Teachers found it difficult to decide the appropriate strategies to make all of students
engage on the same teaching and learning activities since they are heterogeneous and
different in level of understanding certain instructions. Teachers often had to do an extra
encouragement to make the students join the classroom activities from beginning to end

9. because of their low motivation in learning. The same problems also found by Panji (2012).
In his research, students’ negative language attitude and also heterogeneity in language
ability owned by the students resulted on various responses from the students towards the
strategies being implemented by the teachers. As a result, sometimes the teacher needed to
spend more time and effort with the low achiever students, even sometimes in explaining
simple thing as explaining an activity.
Unfortunately, problems also came from the teachers’ side. Lack of motivation to teach
and teacher’s personality seemed to affect the success of strategies implemented.
Teacher’s lack of motivation had made the teacher unwilling to apply various
strategies. Panji (2012) also found that this matter made the teachers asked students to do
exercises on the book for full two hours. This lack of motivation, according to Husin et al (as
cited in Panji, 2012) sometimes happens due to teachers’ personal problems they face outside
the class.
Teacher’s personality was found to be one of the obstacles in implementing the
strategies. When the teacher is faced with students that need more explanation in all the
things learned, she needs to have more patience in dealing with them. When the teacher is
easy to get angry, it will affect the whole class mood. If that’s the case, students would feel
uncomfortable and be afraid being in the class. At this time, there is possibility they get
nothing from the activities that have been prepared by the teacher. Students would learn
better in a more convenient atmosphere created from the cooperation between teacher and
students.
In conclusion, teachers faced some problems in implementing the teaching strategies.
The problems could come from the students, regarding their level, motivation and
heterogeneous ability. Moreover, teachers could also be obstacle in implementing the
teaching strategies in the class, in terms of their personality and their lack of motivation to
teach.
4. CLOSING
Based on the findings and the discussion on the previous section it can be concluded
that:
1. EFL teachers in three Public Vocational High Schools in Singaraja had implemented
various strategies to facilitate the students in achieving the learning objectives. The
implementation of the strategies was varied based on the indicators and in which part of

10. the lesson sections they were implemented. There was no specific strategy used for
certain school specialization. The strategies were applicable in all specializations. It is
then the job of the teachers to connect and facilitate it so that students would experience.
Various strategies applied to reach one big learning objective “communicate in novice
level” (as it is stated in standard competence) gave opportunity for students to experience
many different things along the process of reaching that final goal.
2. There were strategies which were similar from one school to the others. However, there
were differences found in the focused of the skills and also the procedures in applying
the strategies. The difference of the number of strategies implemented was due to the
students’ level and teachers’ experiences.
3. There were three factors faced in implementing strategies. The first was the students, in
terms of their level, lack of motivation, and heterogeneity. The second is the teacher that
includes teacher’s lack of motivation to teach and teacher’s personality. The last is the
limitation of the facility.
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